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Ali College of Music

Indian Music and the Ali Akbar College of Music

The Ali Akbar College of Music is the only institution outside which teaches the classical music of the Baba Seni (or Tradition) in the traditional style. The AACM was founded in (Calcutta) in 1956. It opened its first U.S. branch in Berkeley, California, in 1967. In 1974, it established permanent facilities in Marin County at its present location in San Rafael.

Ali Akbar Khan, son of the great Allauddin Khan and founder of the AACM, came to this country in accordance with his father’s wish to spread the unique music of North India throughout the world. By his decision to remain in America to live and teach, influenced not only Indian and American music, but music throughout the world. In every country around the globe the nurturing of Indian music outside of India brought new insights into the many-faceted and dazzling possibility of melodic experimentation, rhythmic complexity, improvisation and ornamentation.

Since the opening of the Ali Akbar College of Music in the United States, more than 40 years ago, over ten thousand students have attended its classes. Dedicated students from all over the world, of all ages and backgrounds, find the AACM to be a treasure house of learning opportunities. Many of these students have become concert performers and teachers.

THE MUSIC To understand the origin of the music in this tradition it may be helpful to understand a little about India’s music traditions.

Unlike the Western style of teaching that focuses primarily on the learning of compositions from notation, the classical is still taught, as it has been since antiquity, in the oral tradition passed from guru to disciple. Indian music also has a system of notation, but its main purpose is to augment students’ understanding and memory. During lessons, the student learns by listening and memorizing, reproducing what the teacher sings or plays as exactly as possible with all the music’s subtleties, nuances and ornaments. Gradually, over years of study, practice and memorization, the student learns to create and improvise within the classical structure of Indian music.

In the Indian tradition students are called sisya and teachers are called gurus. This teaching/learning relationship is known as the guru-sisya parampara and has ancient origins. In India this relationship is regarded as sacred. Students were often the blood relations of the teachers, but also particularly gifted and persevering students from outside of a family were accepted as students and lived with the teachers or lived nearby. Such is the case in our tradition (the Baba Allauddin Seni Gharana). Baba Allauddin Khan, and his son Ali Akbar Khan, are known throughout India and the world as two of the greatest musicians of the 20th Century. Allauddin Khan’s main guru was , a direct descendant of Miyan Tansen, court musician to Akbar the Great and considered by most to be the main progenitor of modern classical north Indian music. To

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understand the epic nature of Allauddin Khan and Miyan Tansen’s lives, as well as the musically illustrious inheritance of Ali Akbar Khan, see biographies in the appendix.

INDIA North , or Hindustani music as it is sometimes referred to, is from the North of India. The Republic of India is a country in which comprises most of the . India has a coastline which stretches over seven thousand kilometers, and shares its borders with Pakistan to the west, the People's Republic of , Nepal, and Bhutan to the northeast, and and Myanmar on the east. On the Indian Ocean, it is adjacent to the island nations of the Maldives on the southwest, Sri Lanka on the south, and Indonesia on the southeast. India also claims a border with Afghanistan to the northwest.

India is the tenth largest economy in the world. It is also the second most populous country in the world, with a population of over one billion, and is the seventh largest country by geographical area. It is home to some of the most ancient civilizations, and a centre of important historic trade routes. Four major world religions: Hinduism, Buddhism, Jainism and Sikhism have originated from India. Formerly a major part of the British Empire as British India before gaining independence in 1947, during the past twenty years the country has grown significantly, especially in its economic and military spheres, regionally as well as globally.

The official name of the country, India IPA: /'ɪndɪə/, is derived from the Old Persian version of Sindhu, the historic local appellation for the river Indus; The Constitution of India and general usage also recognizes Bharat (: ) which is derived from the Sanskrit name of an ancient Hindu king, whose story is to be found in the Mahabharata, as an official name of equal status. A third name, Hindustan Hindustan (Hindi: - + Hindūstān], from the Persian Hindū: ندوستان ]Hindūsthān], ] stān, archaic Hindoostan) and the adjective Hindustani may relate to various aspects of four geographic areas:

• Hindustan: "Land of the ." The word "Hindu" is the Persian form of "Sindhu," the Indus river. Hindustan is considered one of the earliest historical names for the nation of Bharat, India.

• The area populated by native Hindustani speaking peoples, particularly the modern Indian state of , formerly a part of the United Provinces. During British rule in South Asia, people in this region were identified as "Hindustanis."

• A historical region encompassing present day Northern India, Pakistan, Bangladesh, and neighboring areas. The and its predecessor sultanate were also referred to as Hindustan, or Salthanat-e-Hind. Hindustani music is a genre of classical music from this region that combines traditional Hindu musical concepts and Persian performance practice.

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• The country of India. Hindustani denotes a connection to India and Hindustan is another name for India. • South Asia or the Indian subcontinent. Hindustan is specifically a term for the pre-Islamic Hindu and Buddhist culture of South Asia. Hindustani is sometimes used as a cultural, ethnic, or genetic term for South Asia. (e.g., A West Indian with such roots might describe his ethnicity by saying he is Hindustani.)

IPA: /hɪn'duːstɑːn/), or land of the Hindus in Persian, has been used since Mughal times, though its contemporary use is unevenly applied due to domestic disputes over its representative as a national signifier.

Geographically, the region is bound by the Himalaya to the north and east, and the Arabian Sea and the Bay of Bengal to the south. The Hindu Kush mountains between Pakistan and Afghanistan/Iran are usually considered the westernmost edge of the subcontinent.

SOUTH ASIA AND THE INDIAN SUBCONTINENT

Geologically, this region is a subcontinent because it rests on a tectonic plate of its own, the India Plate, separate from the rest of Eurasia and was once a small continent before colliding with the Eurasian Plate and giving birth to the Himalayan range and the Tibetan plateau. Even now the India Plate continues to move northward with the result that the Himalaya are growing taller by a few centimeters each decade. In addition, the region is also home to an astounding variety of geographical features that are typical of much larger continents, such as glaciers, rainforests, valleys, deserts, and grasslands in an area about half the size of the United States.

South Asia ranks among the world's most densely-populated regions. About 1.5 billion people live there — about a quarter of all the people in the world. The region's population density of 305 persons per square kilometer is more than seven times the world average.

The region has a long history. Ancient civilizations developed in the Indus River Valley. The region was at its most prosperous before the 18th century, when the Mughal (Mongol)Empire held sway in the north; European colonialism led to a new conquering of the region, by Portugal and Holland, and later Britain and to a lesser degree France. Most of the region gained independence from in the late 1940s.

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The Indian Subcontinent

India and surrounding countries India: satellite view

Hindustani classical music is an Indian classical music tradition originating in the North of the Indian subcontinent circa the 13th and 14th centuries CE. Developing a strong and diverse tradition over several centuries, it has contemporary traditions established primarily in India, Pakistan and Bangladesh, though classical Hindustani music suffered a decline during the partition of India and Pakistan due to lack of a patronage system. In comparison and contrast to , the other main Indian classical music tradition originating from the South, Hindustani music was not only influenced by ancient Hindu musical traditions, Vedic philosophy and native Indian sounds (in similar ways to South Indian music) but also, unlike Carnatic music, by the Persian performance practices of the Mughals. Outside India, Hindustani classical music is often associated with Indian music in general, as it is arguably the most popular stream of Indian music outside India.

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The following map shows language areas and important music centers in North India.

India's classical music tradition, including Carnatic and Hindustani music, has a history spanning millennia and, developed over several eras, remains fundamental to the lives of Indians today as sources of religious inspiration, cultural expression and pure entertainment. India is made up of several dozen ethnic groups, speaking their own languages and dialects. Alongside distinctly sub-continental forms there are major influences from Persian and Arabic forms.

The two most fundamental organizing elements of Indian music are and tala.

Raga (rāg / (Hindi), raga (Anglicized from rāga (Sanskrit) are the melodic modes used in Indian classical music. "Rag" is the modern Hindi pronunciation used by Hindustani musicians.

A raga functions both as description and prescription. It describes a generalized form of melodic practice; it prescribes a set of rules for how to build a melody. It specifies rules for movements up and down the scale, which notes should figure more prominently, and which notes should be used more sparingly, which notes may be sung with various kinds of ornamentation, phrases to be used, phrases to be avoided, and so on. The result is a framework that can be used to compose or improvise melodies, allowing for endless variation within the set of notes.

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Although notes are an important part of raga practice, it by no means exhausts what a raga is. A raga is more than a scale. Many share the same scale. However, though a raga is not a scale, it may be instructive to focus here on the scales and the notes of the scales.

The underlying scale may have five, six or seven tones made up of swaras. Those ragas that do not follow the strict ascending or descending order of swaras are called vakra ('crooked') ragas.

NAMES of NOTES or SWARAS and their WESTERN MUSIC EQUIVALENT

Full form (Hindustani) Abbreviated form (Hindustani) Western Sharadja Sa C Shuddha Madhyam Ma F Tivra Madhyam Ma F# Pancham Pa G Dhaivata Dha A Nshaba Ni B

The notes, or swaras, of Indian music are Shadja, Rishabha, Gandhara, Madhyama, Panchama, Dhaivata and Nishada. Collectively these notes are known as the sargam, the Indian solfege. In singing, these become Sa, Re, Ga, Ma, Pa, Dha, and Ni. ("Sargam" stands for "Sa-R(i,e)-Ga-M(a)"). Only these syllables are sung, and further designations are rarely vocalized. When writing these become, S, R, G, M, P, D, N. A dot above a letter indicates that the note is sung one octave higher, a dot below indicates a note one octave lower.

The seven (shuddh) or natural notes of the sargam (scale) are: S R G m P D N

Names Pronunciation Notation Western solfege equivalent

1 Saradja Sa S Do 2 Rishaba Re R Re 3 Gandhara Ga G Mi 4 Madhyama Ma m Fa 5 Panchama Pa P Sol 6 Dhaivata Dha D La 7 Nishada Ni N Ti

Sa and Pa are never altered, they are always shuddh (natural), and are written with capital letters. Re Ga Dha and Ni can be shuddh or komal (flat); their higher (shuddh) form is written with a capital letter and their lower (komal) form is written with a small- case letter. The notation of ma however is quite different. It can be natural (shuddh) or

6 Ali Akbar College of Music sharp (tivra). The lower pure form (shuddh) is written with a small-case m, and the higher, sharp form (tivra) is written with a capital letter M. Name Alternation

1 S S is never flat or sharp 2 Komal r r indicates the flat form of R 3 Shuddh R 4 Komal g g indicates the flat form of G 5 Shuddh G 6 Shuddh m 7 Tivra M M indicates the sharp form of m 8 P P is never flat or sharp 9 Komal d d indicates the flat form of D 10 Shuddh D 11 Komal n n indicated the flat form of N 12 Shuddh N

The basic mode of reference is that which is equivalent to the Western Ionian mode (this is called Bilawal in Indian music). All relationships between pitches follow from this basic arrangement of intervals. In any given seven-tone mode, the second, third, sixth, and seventh notes can be natural (shuddha, lit. 'pure') or flat (komal, 'soft') but never sharp, and the fourth note can be natural or sharp (tivra) but never flatted, making up the twelve notes in the Western equal tempered chromatic scale1 (but without Western pitch equivalencies such as A# and Bb). Ragas can also specify microtonal2 changes to this scale: a flatter second, a sharper seventh, and so forth. There are 22 or of these microtones, called srutis, per octave. Furthermore, such variations can occur between styles, performers or simply follow the mood of the performer. There is no absolute pitch; instead, each performance simply picks a ground note, which also serves as the drone, and the other scale degrees follow relative to the ground note.

When musicians play or sing they have a drone played on an instrument called a whose purpose is to provide the ground note, or tonic, and the fifth (or for some ragas the 4th or 6th intervals). The drone helps the player keep in tune and also provides a characteristic sound that contributes to aural ambiance for the playing of classical music.

TIME OF DAY and SEASON and the TEN THATS (also spelled pronounced “tots”)

Some Hindustani (North Indian) ragas are prescribed a time of day or a season. During the rains, for example, many of the Malhar group of ragas--associated with the monsoon

1 Indian scales’ tuning does not follow the rules of equal tempered scales, but are more like Just temperament tuning. Thus when an Indian scale is played on a piano it is not exactly correct because a piano is an equal tempered instrument. 2 Microtonal music is music using microtones -- intervals of less than a semitone, or as Charles Ives put it, the "notes between the cracks" of the piano. The term is also used to refer to any music whose tuning is not based on semitones, such as western just intonation, Indonesian gamelan music and Indian classical music.

7 Ali Akbar College of Music or rainy season are performed; is a raga played during spring time. Some musicians take these prescriptions very seriously. Some ragas are only played in the early morning, others in the afternoon, and others at dusk as the sun is going down, and still others for the night. This is an especially important concept in the Allauddin Khan Seni tradition.

In north India, the ragas have been categorized into ten thats (pronounced “tots”)or parent scales (by Vishnu Narayan Bhatkhande, 1860-1936); Note that the term "parent scale" is a metaphor, and is potentially misleading. It might seem to imply that scales came before ragas, or that ragas are made from scales. In fact, it's the other way round--parent scales (thats) were extrapolated from raga practice. Again we stress that ragas are not scales. The that system is imperfect: some important and central ragas resist categorization into one or other thaat of the system, but it is a useful system for categorizing many of the ragas (male) and raginis (female) and helps music students and performers have a very broad and useful structure.

Five of the thats have the names of morning ragas: Asawari, , , , . The other five are evening ragas: , , Khammaj, Marwa, .

The thats are one of several systems of raga classification in use today. Two other systems frequently referred to are the melkarta system and the parivar or raga-ragini system.

Indian classical music is always set in raga, but all raga music is not necessarily classical. Songs range from being clearly in one raga or another to being in a sort of generalized scale. Many popular Indian film songs resemble ragas closely. Again, it is important to stress that just even if song shares a scale with a raga, it isn't necessarily "in" the raga.

FEELING

Rendering music with feeling is one of the most ancient and common goals of most music. Ali Akbar Khan stresses bringing life to the music which in this tradition requires that students memorize the music so that it is not mechanical and students “play from the heart”. The most important traditional aesthetic concept in the classical art and music is that of ras (or rasa, juice or sentiment). Bharata was a fourth century writer of a treatise called the Natyashastra in which eight rasas were enumerated: Shringara (joy and love), Karuna (pathos compassion, sadness), Vira (heroism, courage, valor), Hasya (merriment, laughter), Adbhuta (wonder, surprise), Raudra (anger, rage), Vibhatsa (disgust), Bhayanaka (fear). The writer Bharata stated that a complete dramatic performance should touch on all these emotions and leave the audience with a feeling of shanti (peace). At times Bhakti - devotion is spoken of as the tenth rasa, but bhakti is in fact at the very basis of raga, for raga originated in the singing of the Vedic chants.

Ali Akbar Khan instructs students as to which rasa is appropriate for the raga that he is teaching.

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The following are some common words to describe the emotional nature of a rag:

Bhakti – devotion

Shringar – joy and love (can be divine love as well as human type)

Karun – pathos, compassion, sadness

Vir - heroism, courage, valor

Hasya – merriment, gaiety, laughter

Shanti – peace, restfulness

Gambhir – solemnity, seriousness

Chancal – restlessness, playfulness

Tyag – renunciation, sacrifice

Chamatkar – marvelousness, surprise

Tala and Rhythm

The rhythmic elements of Indian classical music are centrally important and become highly elaborated during a performance. Ideally, a melodic soloist should display as much command of the rhythm as the drummer. Tals, which are different rhythm cycles, can in theory contain from 3 to 108 beats and are 360 in number. Of these only about 30 are in common use today which include these most currently ubiquitous tals of 6,7, 8, 10,12,14, and 16 beats long. A most common tal in instrumental music is 16 beats long and is called tintal.

It is important to point out that tala is thought of as a rhythm cycle, and that coming back to beat 1 or sam (pronounced and sometimes spelled “sum”) is an important element in the music both for melody and rhythm.

Perhaps one of the easiest rhythm cycles for westerners to understand and grasp is tintal, the 16 beat cycle, because it can translate to our western musical mind as four measures of four beats.

The word tintal literally means 3 claps because there are claps and waves of the hand musicians use to keep track of the tal.

The following shows how to clap out tintal and shows the subsections of this 16 beat cycle:

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clap clap wave clap

sam tali khali (empty) tali

Tal markings + 2 ○ 3

Beats: 1 2 3 4 | 5 6 7 8 | 9 10 11 12 | 13 14 15 16 |

Theka dha dhin dhin dha | dha dhin dhin dha | dha tin tin ta | ta dhin dhin dha

If tintal were to be expressed in a western time signature, it would appear as 16/4: sixteen beats to the measure, the quarter note = one beat. However, it might be useful for understanding to divide the 16 beats into four sections, and therefore measures, of four beats. There is not a direct equivalent in western music notation system.

Since tal nearly always implies drum accompaniment, the pattern for any given tal is thought of and memorized in drum syllables (bols). These drum patterns are called thekas. Bols are mnemonic and onomatopoeic because they help people understand and memorize the rhythms, but also imitate the sound the drummer makes for each of the beats, and also revealing how each beat is actually played on the drum:

Beyond basic thekas, long rhythmic phrases using bols are played over the implied basic beat of the cycle. Solos can be extremely complex, varied, and virtuosic in the hands of a master player giving rise to tabla solos that stretch over many cycles and miraculously finish on sam or beat one after exploring dizzying variations, permutations, syncopations utilizing an unlimited number of rhythmic possibilities so long as they finish in time with the music on beat one. During these solos the instrumentalist will play the raga or melody of the song over and over keeping the melodic rhythm cycle or lahara thereby revealing to the audience what the tabla player is actually doing over the basic beat of the tal

When a tabla player is accompanying an instrumentalist there are many choices, dependent on many factors: 1. what the instrumentalist is playing both melodically and rhythmically, 2. the tradition that both the drummer and instrumentalist come from, 3. the personality of both the drummer and the instrumentalist, 4. the feeling that the drummer and melodic player want to invoke. The interplay between tabla player and instrumentalist in the hands of great masters gives rise to infinite variation both powerful and subtle, and can raise the artistry of a performance to unimagined heights of complexity and depth within a broad field of potential expression.

It might be said that in Indian music the focus on the rhythmic aspect of music has been developed over such a long period of time and so intensely that Indian classical music is unparalleled in its rhythmic development. For this reason, great Indian drummers have been profoundly influential in many genres of music in the west in the last 35 -40 years, as have the great instrumentalists.

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THE EAST WEST CONNECTION

The Baba Allauddin Khan Seni Gharana (tradition) has arguably had the most influence and impact on western audiences and musicians and composers than any other owing to these factors: 1. the continued presence of the Ali Akbar College of Music which has trained thousands of students: some of whom have gone on to teach and perform at prestigious colleges and universities, and others who studied to varying degrees and have gone out into different musical communities and spread the word about Indian music. The College’s history of bringing great artists from India to teach and perform32. Interest different composers and musicians have in Indian music through their exposure to disciples of Allauddin Khan – such as Shankar whose influence on of is well known, as well as Brian Jones of the Rolling Stones, jazz great John Coltrane, and composer Phillip Glass. The late great violinist and composer Lord Yehudi Menhuin’s musical relationship with both Ali Akbar Khan and were pivotal and important events in music history by opening the western ear to classical Indian music. Lord Menhuin brought Ali Akbar Khan to New York to perform, and Ali Akbar Khan is generally credited with bringing classical Indian music to the west; he was the first person to perform classical Indian music on television in 1955 on the Alistair Cooke’s famous television program Omnibus, made the first recording of Indian music in the west, and performed at the Museum of Modern Art. These historic events initiated America’s interest in classical Indian music.

The Ali Akbar College of Music teaches the traditional music of India in a traditional way. However the institution acknowledges the influence Indian music continues to have on western musical genres such as jazz, popular music, rock and roll, classical music, fusion, and world music. Ali Akbar Khan has collaborated with jazz artist , with the great south Indian violinist L. Subramaniam, with Lord Menhuin, as well with many other western musicians. Ali Akbar Khan brought these two influential tabla players to the west: Pandit , Percussion Director at the College for the past 25 years, and also the widely influential Ustad who has collaborated with many artists from many different genres. The East/West connection is a phenomenon that is still unfolding today and is an interesting area of study.

3 such as Pandit Ravi Shankar, Laxshmi Shankar, Lalita Ghosh, Pandit V.G. , Ustad , Pandit Nikhil Bannerjee, son , Ustad and his son Ustad Zakir Hussain, Pandits: , , Swapan Chaudhuri, current Director of Percussion at the Ali Akbar College of Music, Sachdev, master of Khatak dance Chitresh Das , Shweta Jhaveri, and many others

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SOME ACTIVITIES

In order to enhance your enjoyment and understanding of Indian music, you can choose one activity suggested below, or create your own activity centering around questions that you may have about Indian music.

• Clap out different rhythm cycles: tintal (16), (10) ektal (12). • Choreograph a simple dance in one of the above rhythm cycles. • Listen to a recording of classical Indian music and see if you can tell which rhythm cycles are being played (see discography on www.aacm.org) • Explain or compare Indian music’s classification of thaats with western music’s plainchant, Gregorian chant or church modes (as they are variously called). Play each of the plainchant modes on the piano from middle C using the sharps or flats as indicated (see appendix). • Play all of the church modes on the piano using only the white keys; observe the overlap: begin with Ionian mode on middle C (Bilawal That). Play Dorian (Kafi That) mode from D, play Phyrigian mode from E (Bhairavi), play Lydian mode from F (Kalyan That), play, play Mixolydian from G (Khammaj that), play Aeolian mode from A (Asawari That). Play the plainchant modes and Indian That’s from middle C, sharps or flats as needed (see appendix for listing of modes and thaats). • Indian music: Explore the origins of western classical music. Research about Byzantine and Ambrosian chants and their relationship to the church modes. • Write your own tune in one of the church modes or thats. • Write about Indian music:

a. Compare and contrast the purposes of western classical music and classical north Indian music. What are the different purposes? What purposes are similar or the same?

b. Compare and contrast western classical music with classical north Indian music in terms of:

1. Rhythm

2. Melodic development

3. Harmony

4. Types of instruments:

Idiophones - Self sounding instruments. They are of naturally sonorous material. They may be struck, shaken, plucked, or rubbed. A few examples of struck idiophones are bells, cymbals, and litho-phones. Shaken Idiophones are rattles. An example of plucked idiophones are harps, and an example of

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rubbed idiophones are harmonicas. Membranophones - Instruments producing sound by means of a stretched skin, or membrane. Some examples are kettledrums, snare drums, and tambourines, kanjeeras, tabla, pakahawaj and dolok. Some drums are rubbed instead of struck. Aerophones - Wind instruments. The sound is caused by vibrating air. In tubular aerophones, the air is enclosed in a tube in 3 ways: 1) Trumpets and Horns - The players compressed lips set the air into motion 2) Reed Instruments (clarinet, saxaphone, oboe) - a single or double beating reed sets the air into motion 3) : The sharp edge of a hole, against which the players breath is directed, sets the air into motion

Most saxophones, some flutes, and many clarinets are made of metal. Horns and trumpets and some flutes are been made of other materials such as wood, ivory tusk, animal horn, gold, and clay.

Chordophones - String instruments. 4 types: a) Zithers – neck-less instruments, with strings stretched from end to end of a board. They are struck or plucked. b) Lutes - instruments with necks. They may be plucked or bowed. c) Lyres - Instruments with two projecting arms linked by a crossbar. May be plucked or bowed d) Harps - instruments in which the string's plane is at an angle, rather than parallel to the sound board.

Electrophones Instruments using electronic circuits. Amplification of Sound - May use an electronic circuit to reinforce means of amplification. Examples: Electric guitar, electric piano c. What elements in Indian music evoke different feelings and why? What feelings does Indian music evoke in you? Why do you think it makes you feel a particular way?

d. Write a poem about the music you heard. e. Research and write about a famous of Indian musicians: examples – Allauddin Khan, Ali Akbar Khan, Alla Rakha, Zakir Hussain, Vilayat Khan, Nikhil Bannerjee, , (famous Bollywood singer).

• Using the program Timeliner or an equivalent, create your own music history timeline that includes moments in music history that are meaningful to you. • Play or sing the scale or thaat of a raga, play the chalan or prescriptive way of moving in the scale of the raga on any instrument. Play the simple melody called a sargam. See these examples in the appendix. • Paint, draw, make a collage, or construct a 3D object that illustrates your impressions of Indian music. See http://aacm.org/shop/index.html on the Internet to see available recordings.

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APPENDIX

Resources

Clap and wave pattern for drum rhythms Here as some examples of typical drum patterns and how to clap them out

EKTAL (12 beats or matras)

Vilambit (slow) theka (12 beats or matras: 2+2+2+2+2+2) clap wave clap wave clap clap (clap/wave pattern) + 0 2 0 3 4 1 2 3 4 5 6 7 8 9 10 11 12 (the beat number) dhin dhin ⎪dhage tirakita ⎪tun na ⎪kat ta ⎪dhage tirakita ⎪dhin na

JHAPTAL (10 matras: 2+3+2+3)

Madhyam (medium speed) clap clap wave clap + 2 0 3 1 2 3 4 5 6 7 8 9 dhin na ⎪dhin dhin na ⎪tin na ⎪dhin dhin na

Examples of Light Classical Rhythms

RUPAK (7 matras: 3+2+2) wave clap clap 0 1 2 1 2 3 4 5 6 7) tin tin na ⎪dhin na ⎪dhin na

DADRA (6 matras: 3+3) clap wave + 0 1 2 3 4 5 6 dhin dhin na ⎪dha tun na

SHORT BIOGRAPHIES

BABA ALLAUDDIN KHAN

Baba Allauddin Khan was born to a wealthy and cultured family in Bangladesh in 1862. As a youth he learned tabla and violin with his brother, Fakir Aftabuddin (a singer and drummer, who was later to popularize the dotara and the as classical instruments). At the age of 8, he ran away from home to Calcutta, and started to study singing with Gopal Chandra Bhattacharya. With this famous singer, he studied only exercises and

14 Ali Akbar College of Music technique for twelve years. One day his brother came to call him home, for his family had arranged his marriage to an 8 year old child. He agreed to respect his parent's wishes, but he left his bride on the wedding night and returned to Calcutta. There he found that his guru had died suddenly during his short absence.

Dejected, he turned from vocal to instrumental music. He began to study a variety of instruments: violin, clarinet, piano shenai, and drums - this list would grow to encompass 200 kinds of wind, string, and percussion instruments. Habul Datta, the brother of , was among his teachers, as was Mr. Robert Lobo, the conductor of the Eden Garden Orchestra in Calcutta, who with his wife taught Allauddin Khan western classical music, and Hazari, the shenai player.

He started playing at various theater, opera and music halls, until one day he heard a master musician performing on the sarode. Unable to study with this sarodist, he journeyed to Rampur where he studied under Wazir Khan of the Tansen family. The Mian Tansen family traces its lineage to Tansen, the musical genius of the 16th century Mughal emperor Akbar's court, who is considered the source of North Indian music. For forty years, he learned , other styles of singing, as well as , sursringar, rabab, and other instruments.

He became court musician to the Maharajah of and a musical legend in his lifetime. He organized the Maihar band with 100 orphan children that he brought to his house and taught strings, brass, bagpipes and drums. The band was a pioneer in the orchestration of Indian musical instruments and a true combination of Eastern and Western ideas. His teaching method and style, though strict, was lucid and successful at turning out accomplished musicians. His students included his son, Ali Akbar Khansahib, his daughter , his son-in-law Ravi Shankar, Timir Baran, the Maharajah of Maihar, and others.

Allauddin Khan was a musical genius who is revered and remembered world wide as one of the 20th century’s greatest musicians and music teachers. He was an innovator who brought some of best of Indian music from many different (traditions) into one cohesive musical edifice that literally changed the course of north Indian music by broadening the scope of the music. He and his brother changed the construction of the sarode by making the body of the instrument shallower, widening the neck, and adding more sympathetic strings thus improving the instrument’s musical capabilities so that both the slow and fast parts could be played on one instrument. Formerly, the alap or slow section was only played on the whilst the fast section was only played on the sarode. He also made key innovations in the written language of Indian music (sargam) that is used today. Allauddin Khan invented several ragas and taught some of India’s greatest artists and was an intensely devoted music teacher whose disciples went on to illustrious and profoundly influential music careers. These disciples include his world renowned son Ali Akbar Khan, Ravi Shankar, daughter Anna Purna Devi, Nikhil Bannerjee, .

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“Unlike some other musicians, Baba has never been stingy or jealous about passing on to deserving students the great and sacred art that he possesses. In fact, when he is inspired in his teaching, it is as if a floodgate had opened up and an ocean of beautiful and divine music were flowing out.”4 Ravi Shankar

"on some occasions while playing he was found in a trance with tears in his eyes as if holding communion with the Almighty" Hirenda Kumar Gungaly5

Respected throughout India as a father of music, he created hundreds of ragas and tala through combination, revitalization, and sheer invention. He has left a legacy of thousands of compositions.

ALI AKBAR KHAN

The classical music of North India is an uplifting and extraordinary music, dating back thousands of years. Ali Akbar Khan is one of today's most accomplished Indian classical musicians. Considered a "National Living Treasure" in India, he is admired by both Eastern and Western musicians for his brilliant compositions and his mastery of the sarode (a beautiful, 25-stringed Indian instrument). Concert violinist the late Lord called Ali Akbar Khan, "An absolute genius...the greatest musician in the world," and many have considered him the "Indian Johann Sebastian Bach."

Ustad Ali Akbar Khan's family traces its gharana (ancestral tradition) to Mian Tansen, a 16th century musical genius and court musician of Emperor Akbar. Ali Akbar Khan's father, the late Padma Vibhusan Acharya Dr. Allauddin Khan, was acknowledged as the greatest figure in North Indian music in this century.

Born in 1922 in East Bengal (Bangladesh), Ali Akbar Khan (Khansahib) began his studies in music at the age of three. He studied vocal music from his father and drums from his uncle, Fakir Aftabuddin. His father also trained him on several other instruments, but decided finally that he must concentrate on the sarode and on vocal. For over twenty years, he trained and practiced 18 hours a day. After that, his father continued to teach Khansahib until he was over 100 years old, and left behind such a wealth of material that Khansahib feels he is still learning new things from it. Since his father's death in 1972, Khansahib has continued his father's tradition, that of the Sri Baba Allauddin Seni Gharana of Maihar and Rampur, India.

Ali Akbar Khan gave his first public performance in at age thirteen. In his early twenties, he made his first recording in for the HMV label, and the next year, he became the court musician to the Maharaja of Jodhpur. He worked there for seven years until the Maharaja's untimely death. The state of Jodhpur bestowed upon him his first title, that of Ustad, or Master Musician. Many years later, he received the title of

4 Excerpt from Ravi Shankar’s My Music My Life 5 Excerpt from Ali Akbar Khan and George Ruckert’s book: The Classical Music of North India

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Hathi Saropao and Dowari Tajeem at the Jodhpur Palace's Golden Jubilee Celebraton in 1993.

At the request of Lord Menuhin, Ali Akbar Khan first visited the United States in 1955 and performed an unprecedented concert at the Museum of Modern Art in New York. He also made the first Western LP recording of Indian classical music, and the first television performance of Indian music, on Allistair Cooke's Omnibus, sowing the seed for the wave of popularity of Indian music in the 1960's.

Khansahib founded the Ali Akbar College of Music in Calcutta (current spelling Kolkata), India, in 1956. Later, recognizing the extraordinary interest and abilities of his Western students, he began teaching in America in 1965. In 1967, he founded the Ali Akbar College of Music, which moved to Marin County, California, the following year. Khansahib also opened a branch of his college in Basel, Switzerland, run by his disciple Ken Zuckerman.

Khansahib has composed and recorded music for films throughout his career. He composed extensively in India beginning with "Aandhiyan" by (1953) and went on to create music for "House Holder" by Ivory/Merchant (their first film), "Khudita Pashan" (or "Hungry Stone") for which he won the "Best Musician of the Year" award, "Devi" by , and, in America, "Little Buddha" by .

1997 was a landmark year for Ali Akbar Khan. In February, he was the second recipient to receive the Asian Paints Shiromani Award - Hall of Fame, following filmmaker Satyajit Ray. He celebrated his 75th birthday in April and AACM's 30th anniversary in June. In August, the Indian Embassy requested Khansahib to perform at the United Nations in New York and at Kennedy Center in Washington DC; both performances were in celebration of the 50th year of India's Independence. In September, Ali Akbar Khan was chosen to receive the prestigious National Heritage Fellowship from the National Endowment for the Arts. It was presented by Mrs. Hillary Clinton at a ceremony in the White House.

When Ali Akbar Khan first received the title of Ustad as a relatively young man, his father merely laughed. But later, when the patriarch was a centenarian, he told his son one day that he was very proud of him: "I am so pleased with your work in music that I will do something which is very rare. As your Guru and father, I am giving you a title, Swara Samrat (Emperor of Melody)." Khansahib felt most fortunate to have received this blessing from his father, mother, and uncle.

SWAPAN CHAUDHURI

Pandit Swapan Chaudhuri, the brilliant master of North India’s drum, the tabla, credits his family for the encouragement and early training that have earned him a place among the greatest classical musicians of India. His parents initiated him into the study of tabla when he was five and greatly inspired him to excel. The poetic style, clarity and elegance of his music, both as a soloist and accompanist, have earned him great respect and

17 Ali Akbar College of Music appreciation from fellow musicians as well as audiences around the world. His virtuosity and ingenuity have ushered in a new style of tabla playing.

Pandit Chaudhuri’s remarkable style is based on the long training he received from his Guru, Santosh Krishna Biswas of Calcutta - the eminent exponent of the Lucknow Gharana. Swapan holds a Master’s degree in Music, as well as a degree in Economics from Jadavpur University in Calcutta. The Government of India and a number of musical institutions have conferred high honors on him for his distinguished contributions in the art and literature of tabla.

Swapanji has performed throughout Europe, North America and Asia as a soloist and as an accompanist with such masters as Ustad Ali Akbar Khan, Pandit Ravi Shankar, Ustad Vilayat Khan, Ustad , Pandit , Pandit , Dr. Balmurali Krishna as well as the late Pandit and the late Amir Khan. In 1981, Maestro Ali Akbar Khan invited Swapanji to the United States to teach at the Ali Akbar College of Music. Pandit Chaudhuri is Director of Percussion at the College in San Rafael, California where students from all over the world receive intensive training in tabla. In addition Pandit Chaudhuri maintains a rigorous year round touring and recording schedule.

Internet Resources

There are many resources on the Internet regarding Ali Akbar Khan, a good place to start is at the AACM official website: www.aacm.org However, some sites are more reliable for accuracy than others, and your teacher can help you set up guidelines for reliable Internet sources.

See this website for a the complete discography of Ali Akbar Khan

http://www.aacm.org/history_discog.html

See this website for basic descriptions of both North and South Indian music:

http://trumpet.sdsu.edu/M345/Music_of_India1.html

You can also do Google searches using any one of the names or even words found in this guide to classical north Indian music, and a wealth of information is available.

Bibliography

1991, Ali Akbar Khan/ with notations and explanatory text by George Ruckert, PhD Introduction to The Classical Music of North India

1971, Jairazbhoy, N.A. The Rags of North Indian Music, Middletown, Connecticut, Wesleyan University Press

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1984, Academi, Who’s Who of Indian Musicians, New , Sangeet Natak Academi

1979, Wade, B.C. Music in India: the Classical Traditions, Englewood Cliffs, N.J. Prentice Hall

1984, Wade, B.C. , Creativity within North India’s Classical Music Tradition Cambridge, Cambridge University Press

Search Amazon.com for other books on North Indian Classical Music

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Mata Saraswati, Goddess of art, music and learning

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